2017 Volume 36, Issue 3 68
Contents
Editorial
Learning & teaching
Research
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Resource reviews
EAL/D pedagogy in Mathematics from
understanding cultural backgrounds
and the differences with Mathematics
across the world (words and
symbols), to developing strengths in
oral communication through whole
classroom discussions and visualising
and making connections with word
problems. L. Hasna
USER LEVEL:
Professional
KLA:
Mathematics
SYLLABUS:
Mathematics K-10
SCIS 1459032 Paper $71.50
1-2-3 Magic Teen:
Communicate, Connect and
Guide Your Teen to Adulthood
PHELAN, Thomas, W.
Sourcebooks, USA, 2016
ISBN 9781492637899 [649]
Parents and teachers
will find this a useful
reference book to dip
into to make decisions
about which teenage
problems are not
worth fighting over,
and how not to take
adolescent behaviour
personally. Beginning
by appreciating the
and allowing speedy access
to information. L. Hasna
USER LEVEL:
Professional
SCIS 1794323 Paper $65.00
Teaching Mathematics
to English Language
Learners
KERSAINT, Gladis, THOMPSON,
Denisse, R. & PETKOVA, Mariana
Routledge, USA, 2009 (Teaching
English Language Learners across
the Curriculum)
ISBN 9780415957892 [510.71]
Although this
text is specifically
aimed towards
helping students
in Mathematics,
strategies suggested
can be easily
integrated across
the curriculum.
The book is divided
into three sections:
Your English Learner, Influences
on the Mathematical Attainment
of English Language Learners and
Best Practices to Support English
Language Learners in the Mathematics
Classroom. Each section provides
Multicultural students
with Special Language
Needs–Practical Strategies
for Assessment and
Intervention
Academic communication Associates,
USA, 2014
ISBN 9781575031521 [371.9]
This publication
is divided in three
sections: Cultural
and Linguistic
Variables Affecting
Service, Assessment
of Linguistically
and Culturally
Diverse Students,
and Intervention
for Students with Special Needs. It
provides information about various
cultural groups prominent in the USA,
their customs and language. It will
be of particular interest to teachers
of students with disabilities from
linguistically diverse language and
cultural backgrounds. Each section is
guided by extensive research, provides
equitable assessments and has practical
strategies and scenarios to facilitate
learning in the classroom. Quick
Response Codes (QRCs) and links are
provided throughout, including visuals
to support the learning needs of
students and their teachers. As the
author builds an argument for a new
narrative, several propositions are put
forward that challenge the current
political, structural and social elements
of schooling in Australian schools.
Background evidence for this position
is drawn from a range of national and
international data, painting a picture of
declining achievement across a variety
of measures, with a particular focus on
STEM. To change the current situation
Hattie suggests that teachers need
to believe in their collective ability to
promote successful student outcomes
through collaboration supported by
leadership that broadens evidenced
based measures of progress. This
approach challenges the distractions
of success being measured by
standardised achievement tests. The
nature of the reform required in the
context of a new narrative is made
explicit in the monograph. However,
the challenge this presents to educators
is a rethinking about how it can be
achieved within current resourcing
models and accountability structures.
This title is also available as a
digital version. F. Whalan
USER LEVEL:
Professional
SCIS 1808741